Magical Mentoring:

Harry Potter and Social Cognitive Career Theory

Julie M. Hau, Ph.D.November 17, 2015

Objectives•Understand your mentoring style•Explore how to involve school community members•Apply Social Cognitive Career Theory

Vision of ACP•Create Meaningful and Supportive Adult Relationships

•Support Students’ Ability to Adapt to Opportunities and Challenges

http://dpi.wi.gov/acp/background

Career Roles

Career Role: MakerEffects: Tangible results, delivered plans or projects, attained goals

Minerva McGonagall—Hogwarts

Transfiguration Professor, Head of Gryffindor House,

Deputy Headmistress of Hogwarts, Member of

the Order of the Phoenix

Focuses on own tangible results and planned performance

Career Role: ExpertEffects: Problem solving, new knowledge and insights, innovative ideas

Severus Snape—Hogwarts Potions and later Defense Against

the Dark Arts Professor, Head of Slytherin House,

A member of both the Death Eaters and the Order of the Phoenix

Focuses on solving problems and providing ideas for uncertain areas

Career Role: PresenterEffects: Others’ mind change, compelled attention, collective impressions

Molly Weasley—Wife of Arthur Weasley,

Mother of Bill, Charlie, Percy, Fred, George,

Ron & Ginny, Member of the Order of the

PhoenixFocuses on interpersonal effectiveness with form, style, impression management

Career Role: GuideEffects: Fulfills others’ needs, improves others’ learning or confidence

Rubeus Hagrid—Half-giant keeper of Keys and Grounds at

Hogwarts, Care of Magical Creatures,

Member of Order of the Phoenix

Focuses on relations, connection with others, committing others

Career Role: DirectorEffects: Clear collective course and strategy, decisions on collective structure

Albus Dumbledore—Hogwarts Headmaster in Harry Potter’s time,

Transfiguration Professor in Tom

Riddle’s Time, Founder of the Order

of the Phoenix

Focuses on attaining long term goals and realizing strategies

Career Role: InspiratorEffects: Heightened debate, motivated change, search of alternative for status quo

Sirius Black—Harry Potter’s Godfather,

Member of the Order of the

Phoenix, Prisoner on run from Azkaban

Focuses on ideals, values and principles to be upheld in the collective

Career Roles and Role Models•Maker •Expert •Presenter •Guide •Director •Inspirator (Hoekstra, 2010)

Creating Community•Career Role Model Mentoring Days•Placing Value in the Work of All Employees•Discussing Career Clusters and How Various Occupations are Related

Career Roles and Role Models•Realistic | Investigative | Artistic | Social | Enterprising |Conventional (Holland)

Realistic

Conventional

SocialEnterprising

Artistic

Investigative

Social Cognitive

Career TheoryLent, Brown & Hackett (1994)

Self-Efficacy•One’s beliefs about their ability to perform a specific task• Sources of Self-Efficacy• Past Performance Accomplishments (biggest predictor)• What we do

• Verbal Persuasion • What we hear

• Vicarious Learning• What we See

• Physiological Arousal/Affective States• How we feel• Bandura (1997)

Outcome Expectations•What one believes will happen as the result of a specific

behavior•Both positive and negative effects• Physical• Sensory Experiences

• Social• Social Outcomes

• Self-Evaluative• Responses to one’s own behaviors• Bandura (1997)

Career Roles and Role Models in Schools

•Maintenance Workers •School Nurses •School Psychologists •School Counselors •School Social Workers•Teachers •Support Staff •Reading Specialists •School Administrators

References• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company• Gibson, D. E. (2004). Role models in career development: New directions for theory and research. Journal

of Vocational Behavior, 65, 134-156. doi: 10.1016/S0001-879(03)00051-4• Hoekstra, H. A. (2010). A career roles model of career development. Journal of Vocational Behavior, 78,

159-173. doi: 10.1016/j.jvb.2010.09.016• Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and

academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122. doi: 10.1006.jvbe.1994.1027

• Lent, R. W., Brown, S. D., & Hackett, G. Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47, 36-49. doi: 10.1037/0022-0167.47.1.36

• Lent, R. W., Brown, S. D., & Hackett, G. (1999). A social cognitive view of school-to-work transition. The Career Development Quarterly, 47, 297-311.

• McDonald, S., & Lambert, J. (2014). The long arm of mentoring: A counterfactual analysis of natural youth mentoring and employment outcomes in early careers. American Journal of Community Psychology, 54, 262-273. doi: 10.1007/s10464-014-9670-2

• Powers, L. E., Schmidt, J., Sower, J., & McCraken, K. (2015). Qualitative investigation of the influence of STEM mentors on youth with disabilities. Career Development and Transition for Exceptional Individuals, 38, 25-38. doi:10.177/2165143413518234

Thank you•Contact Information for Dr. Julie M. Hau:•jmhau@wisc.edu